Older adults (n=55) were divided into 2 groups: 1 group received preadjunct questions before viewing a blood pressure video; the second viewed the video only. A recall test immediately and seven days later revealed no significant differences, although the control group had slightly higher mean scores. Amount of cognitive resources to process…

Asserts that the numerous advantages of interweaving drama into education are not being fully utilized. Inspired by Foucalt, it is this paper's intent to unmask the discursive practices inherent in drama as they occur in education. Power relations are revealed. Subjects are exposed. Strategies are unraveled. Resistance to controlling ideology and…

Describes the development of a Learning and Teaching Conference at the University of Brighton; discusses the value of the conference as a staff development initiative and for disseminating good practice and raising the profile of learning and teaching; reports on feedback from participants; and reflects on experiences of running the conference.…

Reports on a study by the Higher Education Funding Council for England of the extent to which institutional learning and teaching strategies were being used in English higher education. Responses of 116 institutions showed considerable variation in the extent to which they had developed a strategic approach to learning and teaching. (SLD)

Underpinning the use of old or new learning technologies is what a learner has to do to process information effectively. A learner-centered approach should connect learning strategies (orientation, management, information processing, evaluation of outcomes) to learning technologies. (SK)

Highlights key issues from the chapters in this volume. Presents 11 themes for strategic thinking about learning technologies: ownership, reality checks, self-assessment, legitimation, responsibilities, development of people before technology, access, advisers, diversity, critical questioning, and elegance. (SK)

Describes how to gain optimal learning in the classroom by activating different parts of the brain. Neural systems fatigue very quickly and need to rest. Only a few minutes of factual lecture can be tolerated before the brain seeks other stimuli. The most effective presentation must move back and forth through interrelated neural systems, weaving…

Argues that mnemonic strategies are simple but powerful techniques essential for teachers of special needs students, as they not only can help students recall information, but more importantly, can assist students to remember and apply intellectual processes. (SR)

Analyzes Web-based instructional design practices as to how they may influence the student experience and suggests guidelines for achieving optimal learning effectiveness. Evaluates barriers to successful Web teaching and credibility of resources on the Web that negatively impact student ability to achieve learning goals. (Author/LRW)

Studied strategy development in a computerized task developed from the block design task of S. Kohs (1923). Results for 90 subjects aged 12, 17, and adult show 3 strategies: global, analytic, and "synthetic." Discusses some age differences and implications for recent work in cognitive and developmental psychology. (SLD)

Reports on two contributions to the study and understanding of management learning processes. Offers the concept of 'emergent manager' and applies a particular style of analysis to the study of manager selection. Comments on ways in which the roots of management learning can be found. (Contains 39 references.) (DDR)

In order for teachers to understand more about learning (their own learning and that of their students), this article presents eight ideas for teacher professional development. These include doing regular classroom walkthroughs, inviting teachers to keep a journal about their daily work, and enlisting teachers to shadow students in order to gain…

The effectiveness of writing to learn programs and teaching practices on the students are discussed. It is found that writing to learn practices have an impact on achievement, perhaps more than conventional measures of achievement are able to determine.

Joseph Novak discusses the concept of mapping to capture and archive expert knowledge. He worked in various corporations where he used the concept of mapping for research and development efforts and to create and transfer knowledge and information in corporate environments.

This investigation examined, in 1012 secondary students, both consonant and dissonant response patterns in approaches to learning (evaluated using the LPQ questionnaire; [Biggs, J. (1987). Learning process questionnaire. Melbourne: Australian Council for Educational Research]) as well as in learning conceptions and learning strategies (examined…